Getting kids active by participating in sport and doing It more often: focusing on what matters

Mandic Sandra, Bengoechea Enrique, Stevens Emily, Leon, Skidmore, Skidmore Paula

Description

Reduced time dedicated to physical education and free play in recent decades emphasizes the need to promote opportunities for sport participation in adolescents in order to increase physical activity levels. The purpose of this study was to examine the association of sociodemographic and biological characteristics, behavioural patterns, and school-related and sport-specific variables with time spent participating in sport. Methods A total of 1837 secondary school students (age: 14.6 ± 1.2 years; 50.9 % boys) from 19 of 23 schools in the Otago Region (New Zealand) completed an online sport survey and Youth Physical Activity Questionnaire in 2009. Using multilevel modeling, we examined the association of individual-, school- and sport-related variables on sport participation and the amount of time spent in sports. Results Higher rates of sport participation were associated with lower neighbourhood deprivation scores (OR (95%CI): 0.75 (0.49-1.14), 0.57 (0.38-0.86), 0.48 (0.28-0.81)), higher quintiles of physical activity (2.89 (2.10-3.96), 2.81 (1.68-4.70), 3.54 (2.24-5.57), 3.97 (1.99-7.95)), highest quintiles of screen time (1.58 (0.94-2.65), 1.99 (1.42-2.80), 2.17 (1.43-3.30), 1.88 (1.37-2.57)) and boys only school status (2.21 (1.57-3.10)). Greater amount of time spent in sports was associated with male gender (0.56 (0.43-0.74), lower neighbourhood deprivation scores (0.72 (0.59-0.93), 0.78 (0.58-1.04), 0.62 (0.39-1.00)), higher quintiles of physical activity (3.18 (2.29-4.41), 4.25 (2.91-6.20), 8.33 (5.58-12.44), 6.58 (4.07-10.64)), highest quintile of screen time (1.83 (1.31-2.56), greater availability of sports outside school (1.68 (1.22-2.32)), better sport management (2.57 (1.63-4.07)) and provision of sport courts at school (0.57 (0.40-0.81)). Conversely, obesity was associated with less time spent participating in sport (0.50 (0.31-0.80)). Conclusion Results support the use of sport participation as an effective strategy to increase physical activity levels and identify target groups and areas for interventions, program design and policy development. Interventions should focus on improving accessibility to sport programs for all adolescents, providing adequate sport grounds at school, and promoting good sport management practices. Programs and policies encouraging sport participation should address in particular the needs of adolescents living in deprived neighborhoods, those attending coeducational and girls-only schools, and those who are obese.

Sujets

• Adolescents (band)
• Sport
• Physical Activity Guidelines for Americans
• Sport management
• School

Informations

• Publié par: biomed
• Publié le: 01 janvier 2012
• Nombre de lectures: 12
• Langue: English

Extrait

Mandic et al. International Journal of Behavioral Nutrition and Physical Activity 2012, 9:86
http://www.ijbnpa.org/content/9/1/86
RESEARCH Open Access
Getting kids active by participating in sport and
doing It more often: focusing on what matters
1* 2 1 3 4Sandra Mandic , Enrique García Bengoechea , Emily Stevens , Sophia Leon de la Barra and Paula Skidmore
Abstract
Background: Reduced time dedicated to physical education and free play in recent decades emphasizes the need
to promote opportunities for sport participation in adolescents in order to increase physical activity levels. The
purpose of this study was to examine the association of sociodemographic and biological characteristics,
behavioural patterns, and school-related and sport-specific variables with time spent participating in sport.
Methods: A total of 1837 secondary school students (age: 14.6±1.2 years; 50.9 % boys) from 19 of 23 schools in
the Otago Region (New Zealand) completed an online sport survey and Youth Physical Activity Questionnaire in
2009. Using multilevel modeling, we examined the association of individual-, school- and sport-related variables on
sport participation and the amount of time spent in sports.
Results: Higher rates of sport participation were associated with lower neighbourhood deprivation scores (OR (95%
CI): 0.75 (0.49-1.14), 0.57 (0.38-0.86), 0.48 (0.28-0.81)), higher quintiles of physical activity (2.89 (2.10-3.96), 2.81 (1.68-
4.70), 3.54 (2.24-5.57), 3.97 (1.99-7.95)), highest quintiles of screen time (1.58 (0.94-2.65), 1.99 (1.42-2.80), 2.17 (1.43-
3.30), 1.88 (1.37-2.57)) and boys only school status (2.21 (1.57-3.10)). Greater amount of time spent in sports was
associated with male gender (0.56 (0.43-0.74), lower neighbourhood deprivation scores (0.72 (0.59-0.93), 0.78 (0.58-
1.04), 0.62 (0.39-1.00)), higher quintiles of physical activity (3.18 (2.29-4.41), 4.25 (2.91-6.20), 8.33 (5.58-12.44), 6.58
(4.07-10.64)), highest quintile of screen time (1.83 (1.31-2.56), greater availability of sports outside school (1.68 (1.22-
2.32)), better sport management (2.57 (1.63-4.07)) and provision of sport courts at school (0.57 (0.40-0.81)).
Conversely, obesity was associated with less time spent participating in sport (0.50 (0.31-0.80)).
Conclusion: Results support the use of sport participation as an effective strategy to increase physical activity levels
and identify target groups and areas for interventions, program design and policy development. Interventions
should focus on improving accessibility to sport programs for all adolescents, providing adequate sport grounds at
school, and promoting good sport management practices. Programs and policies encouraging sport participation
should address in particular the needs of adolescents living in deprived neighborhoods, those attending
coeducational and girls-only schools, and those who are obese.
Keywords: Adolescents, Sports, Physical activity, Sport management, Schools, Social determinants
Background healthy lifestyles in adolescents. With less time dedicated
Lack of physical activity (PA) and sedentary lifestyle in to physical education and free play in the recent decade,
school-age children is a global health problem in both there is a greater need to promote opportunities for struc-
developed [1] and developing countries. [2] PA during tured and unstructured PA for youth. [3] In addition,
childhood and adolescence has multiple health benefits. sports also provide important opportunities for students
Therefore, opportunities to engage youth in PA such as to contribute to the school community, which may culti-
sports, physical education classes, active transport and un- vate an increased commitment to the school and school
structured physical activities, are critical in encouraging values[4].
Recent New Zealand data showed that 60% of boys
* Correspondence: [e-mail] and 50% of girls participate in sports outside of school
1
School of Physical Education, University of Otago, PO Box 56, Dunedin, New time. [5] Participation in sports is associated with higher
Zealand
levels of PA in adolescents[6], contributes to 60% ofFull list of author information is available at the end of the article
© 2012 Mandic et al.; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative
Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and
reproduction in any medium, provided the original work is properly cited.Mandic et al. International Journal of Behavioral Nutrition and Physical Activity 2012, 9:86 Page 2 of 9
http://www.ijbnpa.org/content/9/1/86
daily moderate-to-vigorous PA in youth [7] and is one of classes from each school year invited to take part. A total
the best predictors of PA in early adulthood. [8] Since of 2408 students from Years 9 to 13 were invited to take
approximately half of the youth sport practice time is part in the web-based questionnaire. Students were given
spent in either sedentary or light-intensity activities [6,9], study information packages with separate information
the actual percentage of youth meeting PA guidelines sheetsandconsentformsforstudentandparents.Students
through sport participation mostlikely is overestimated. were required to sign a consent form to participate, while
Previous studies have examined factors associated with parents were only required to provide opt-out consent if
sport participation in adolescence using individual and they did not wishtheir child to participate.
school level variables including gender, socioeconomic The anonymous questionnaire was delivered and com-
status, weight status, self-efficacy for PA, enjoyment of pleted during classroom time. The questionnaire pack-
PA and physical education, and school climate for PA. age included questions on demographics, PA, sedentary
[10-12] Extending previous research, our study in- behaviour, sport participation, dietary habits, transporta-
vestigates relevant sociodemographic and biological tion habits and youth space preferences. Questionnaire
characteristics of students, behavioural patterns, and items and data collection methods were pre-tested for
school-related variables as potential correlates of sport comprehension and appropriateness by students from
participation and time spent participating in sport. In the target age group, school staff and experienced
addition, we designed a survey and incorporated sport researchers. The online questionnaire was also pilot-
specific variables that have not been addressed in the tested to ensure that it could be completed within one
past to examine their potential contribution to time class period and revisions were made to the question-
spent participating in sport (such as availability of sports, naire before data collection. The study was approved by
suitability of competitions and coaches, quality of sport the University of Otago Ethics Committee.
management and schools provisions and resources for
sports). Study variables were chosen based on the phys-
ical activity and sport literature and on their relevance to Correlates and outcome measures
practitioners, as determined in consultation with the Student characteristics and school variables
Otago Secondary School Sports Association. Previous re- Basic demographic data collected included self-reported
search found that school-age students were more likely age, gender, and ethnicity. Neighbourhood socioeco-
to engage in PA when schools provided adequate space, nomic status was assessed using the New Zealand
sport grounds and adult supervision. [13] These factors Deprivation Index Score, which is derived from residen-
may impact significantly students experience in sport, tial address and provides a measure of area level
their motivation and opportunities for participation. deprivation. [15] The deprivation index is an ordinal
The purpose of this study was two-fold: 1) to examine scale ranging from 1 (least deprived) to 10 (most
individual- and school-related factors that are associated deprived) and was used as a surrogate for students’
with sport participation in secondary school students; and socioeconomic status. For the purpose of the analysis,
2) to examine individual-, school- and sport-related factors four categories were created: lowest (1–2), middle-low
that influence amount of time spent in sports among sport (3–5), middle-high (6–8) and highest (9–10) deprivation
participants. Exploring relevant factors associated with ado- score. Weight status was based on body mass index
lescents’ participation in sport is important to take into ac- which was calculated from self-reported heights and
count, since the greatest public health benefit is likely to weights. Participants were categorized as normal, over-
occur from encouraging sedentary individuals to engage in or obese using the cut-off points for body mass
physical activity. [14]. In addition, to maximize public index based on international data [16].
health benefit along with other potential developmental Place of residence was determined based on school loca-
and educational benefits derived from sport participation, it tion in Dunedin city area (urban schools, n=10) or greater
becomes critical to understand the influential factors, in- Otago area (rural schools, n=9). Educational status of the
cluding sport-specific factors, associated with the amount school included 3 categories